Attachment C

AD/HD and Issues for Adults:

Coping and Compensatory Strategies
Used by Adults with Attentional Problems
By Robert D. Wells, Ph.D., Barbara B. Dahl, M.A., & David Snyder, M.D.

This study was conducted to determine if adults who experience attention problems but obtain
higher degrees and achieve occupational success use different coping strategies than those who do not.
We also hoped to gather a list of coping strategies that might help improve functioning. Thirty-seven
adults (12 men, 25 women) with significant symptoms of attention-deficit/hyperactivity disorder (as
measured by an AD/HD symptom checklist) served as the study sample. These adults, whose average
age was 42 years, met with one of the investigators for a one-on-one interview that included
completing a coping inventory, a brief demographic profile and an intelligence test. They also
answered questions about actual strategies they used to minimize the impact of AD/HD symptoms at
home, school and work.

Findings indicated that the sample was composed of bright (average IQ = 112) individuals who
attained an average of 15 years of schooling and achieved an average occupational rank of semi-
professional. Individuals with higher levels of occupational achievement used approach strategies
(logical analysis, positive reappraisal, seeking guidance and support, and problem solving) more
frequently than their less achieving peers.

Higher achieving adults were more likely to try to approach a situation in a positive fashion and to
logically analyze it. They were likely to seek help from others, use problem solving to generate
possible solutions, think of different ways to deal with the problem, and to step back from the
situation and be more objective. They were more likely to review in their mind what they would say
or do, to anticipate how things would turn out, to find some personal meaning in the situation, and to
anticipate new demands. In addition, they were more likely to talk to a spouse, friend, relative or
professional about the problem, and to pray for guidance and strength. Participants who achieved
higher levels of academic achievement also used more coping strategies than their less achieving
peers did. Interestingly, those who were more academically successful were significantly less likely to
use acceptance/ resignation as a coping strategy.

Participants who had been previously professionally diagnosed with AD/HD used less acceptance
and resignation and attained higher levels of education than those who were not diagnosed. Those
who reported having been treated with medication for attentional problems used less acceptance and
resignation and more positive appraisal and problem solving than did participants who had never been
medically treated. Differences were also found between adults based on their level of education and
occupation as to what strategies they used to compensate for attention difficulties. Adults who had
attained higher levels of education were more likely to report that they used strategies, while those
with lower educational achievement were more commonly unaware of any strategies that might help.
For example, 47 percent of adults with relatively low educational achievement did not know how to
make themselves feel more successful, whereas only seven percent of the more highly educated group
were similarly unaware.
 The researchers concluded that in this study, when managing an important problem, individuals
with attention problems who are more achieving engage in greater efforts to actively approach and
cope with their difficulties. These higher achieving adults were also less likely to simply accept or
become resigned to their difficulties. Achieving adults devised a variety of strategies showing creative
problem-solving solutions to deal with their AD/HD symptoms.

Because developing such solutions requires an awareness of one's difficulties and an ability to use
trial and error problem-solving strategies to find ways that increase personal effectiveness, it is
possible that children and teenagers who believe they can control their destiny are more likely to use
approach coping and complex strategies. Those who become demoralized may rely too heavily on
avoidance coping strategies and feel resigned to academic and occupational difficulties. The finding
that adults who had been diagnosed and treated for AD/HD used less acceptance and resignation is
interesting and supports the growing wealth of data that early treatment leads to better outcomes.

Compensatory Strategies Used by Adults with Attention Problems

What helps you get through repetitive tasks?

 Using deadlines for structure

 Using last-minute pressure to get energized
 Delegating to another person
 Doing a small amount of the task at a time
 Working with another person
 Varying tasks -- doing several things at the same time
 Setting up rituals
 Persisting

What helps you control your impulses?

 Talking to yourself (in-your-head conversations)

 Switching gears mentally, thinking of something else
 Switching gears physically, leaving the situation
 What helps you avoid environmental distractions?
 Going to a quiet place, isolating yourself
 Using background "white" noise such as music or television
 Hyper-focusing

What helps you control the intensity of unpleasant feelings?

 Taking time out mentally to talk to yourself or with another person

 Taking time out physically, going for a walk or exercise
 Leaving the situation

What helps you when you try to fix a problem and fail?

 Getting away, putting it out of your mind and re-focusing on the problem later
 Talking to others or to yourself
 Delegating the task to someone else

What helps you retain large amounts of information?

  Taking notes
 Using flash cards for schoolwork
 Watching someone else and then doing it, not relying on written instructions
 Asking questions and linking the idea or task to something that is already known
 Going to a quiet place and hyper-focusing
 Working on chunks of material at a time

What helps you stay organized?

 Making notes to yourself (lists, post-its, calendar, daily planner)

 Goal setting -- structure each day (use mental mapping)
 Prioritizing
 Doing lots of projects at any one time
 Piling things and paper
 Delegating
 Pressure to get it done

What do you need in a job to help you feel satisfied in it?

 Action every day -- every day has a new routine

 Many tasks at one time
 Dealing with different people all the time
 Sense of accomplishment -- pats on the head
 Being creative
 Being in charge of myself and my time
 Quick fixes -- work that can be accomplished with quick bursts of energy
 Structure
 Quotas and pressure

What helps you maintain relationships with family and friends?

 Maintaining eye contact when talking

 Asking questions so they know you are listening and interested
 Talking out your feelings with someone else
 Stepping back mentally and physically, going to another room

Attention!® Magazine Volume 6, Number 5, Page 22